Tools and Processes for Building Racial Knowledge on Teacher Education Blogs
Abstract
This paper examines the question: What tools and processes did preservice teachers engage on class blogs to build and transact with critical perspectives on student diversity and literacy education? It analyzes the blog writings, and peer responses to those writings, of a preservice teacher, Jasmine (pseudonym), who used her blog to facilitate her own and her peers’ thinking about racial, cultural, and linguistic diversity and inequity in literacy education.
Reference
Skerrett, A., Warrington, A.S., Adonyi Pruitt, A. (2014). Tools and Processes for Building Racial Knowledge on Teacher Education Blogs. In P. J. Dunston & S. K. Fullerton (Eds.) 63rd Yearbook of the Literacy Research Association (pp. 191-202). Oak Creek, WI: Literacy Research Association.
Journal
Yearbook of the National Reading Conference
Analysis
Is this article part of a larger project or series of studies?
yes
Does this study draw on a large, preexisting data set?
no
Research Approach
Geographic Setting
Institutional Context
Certification Level
Programatic Focus
- Diversity
- English
- social justice
- Urban Education
Research Location Context
Preservice Participants
Preservice Sample Size
6
Duration of Data Collection
Data Sources
- University coursework assignment (e.g. writing/project done for a grade)
Data Analysis Tools
- Analytic memos
- Thematic analysis
Researcher Positionality
- inside (staying their own students)
- Inside (studying their own practices)
- Inside (studying their own programs)
Research Questions
What tools and processes did preservice teachers engage on class blogs to build and transact with critical perspectives on student diversity
and literacy education? (p. 196)
Is this research question explicit from the manuscript? Yes